Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? A little coming from a PDHPE/Sport dominant background
W = What do you want to learn? How to include game mechanics in a whole unit
L = What have you learned? (we'll do this last one later)
Reflection
I'm looking forward to learning new ways of thinking when it comes to lesson and assessment planning
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. I'm currently in a different faculty at the moment and helping with students one-on-one with work set by their classroom teacher. But a previous lesson I do with the PE class involved a game I play called 'ball-tag'. You have two small teams in about a half-court basketball court or netball court area. One team has the ball and the tag their opposition they cannot run with the ball, but pass among their teammates and try and tag their opposition while still holding on to the ball. If the opposition are tagged they come out and stand on the sideline. If the opposition run out trying to get away they stand on the sideline, If the team with the ball drop the ball, they lose possession and all players from the opposite team are back in and are now the ones tagging. The aim is get all the opposition out. It requires teamwork, a strategy and good hand - ball co-ordination.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I suppose having a competition type activity in the classroom, involving small groups working together, based around research, interviews and collaboration of information could result in a more engaging learning activity, like the idea behind Geo
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
I found with the PRC that the levels were slow moving. It took quite a bit of reading power and lots of books to move up a level, kids might lose interest. If they had a more interactive platform for all abilities that could enhance the students focus to stay reading and expand their genre and keep at it. 5/10
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
I loved the Zombie unit of work. It engaged students straight away, took them out of the real world classrooms and got them thinking in a game based setting that could also be applied to the real world. With real world processes needed to achieve, evaluate and summarise the best actions based on geographical terminology and skills where participants are trying to avoid being a victim of the Zombie apocalypse. Obviously the wrong decision would have detrimental effects on one's own life and the members of their group, whereas the right decision lead to better results for all, with the reward system in place and also working collaboratively in groups makes this unit of work even more rewarding while tapping into the students higher order thinking skills required in the real world. 10/10
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Hi Melanie and Stan I will email this directly to you please.
Hanna, this is not a bad first attempt. In your example you are missing specific reference to the Game Dynamics: (progression, narrative, constraints, relationships), Game mechanics: Achievements, rewards, taking turns, win states etc) and Components: (tokens and prizes, boss fights, advantages over others, peer review etc) although there are obviously many of these things present in your example/idea. Melanie & Stanley
Have you filled in the evaluation? Have you found the bonus level content?
The following content has been copy and pasted from the 'Blank participant page 1' template.
I wasn't sure what to merge so just copied all the content here. Stan Yip, syip@aisnsw.edu.au
Hanna
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? That it creates a fun and engaging lesson
W = What do you want to learn? How to implement these into our lessons
L = What have you learned? (we'll do this last one later)
I know that games based learning can be very effective as both a motivational tool and for learning abstract concepts more easily.
I want to learn new strategies for implenting games into my lessons, primarily in the form of web based activities.
Reflection
With a young family and also being a teacher I know how important it is to achieve anything you need to make it into a form of a game. I'm looking forward to reviewing and ups killing with your resources and programs on how to effectively achieve this in the classroom with the right outcome etc still being achieved.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
Geography - Teaching Skills
Skills can be taught as mini video games i.e. latitude and longitude.
At the moment I have re defined my role in my teaching career, maybe short term, maybe long term, the jury is still out. Although I am PDHPE trained I am currently helping with the Special Needs Department (which I love just as much as PDHPE), so doing a lot of one on one, or small group learning, helping complete tasks etc, so I am yet to see a specific learning outcome I could focus on as I usually go into help mode with work they are struggling with.
With PDHPE, when doing our sexual health unit, the students are asked to create a board game that the players have to answer correctly a set of questions to move around the board etc. So they have to design the board/game, research the questions from class notes and internet and create the questions and answers and how they are going to determine the winner i.e. how are you moving around the board, any road blocks, miss a turns, bonus question etc.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Scoring mechanics, choices with consequence, exploration and story elements can make a lesson much more entertaining.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
Zombie Geography is an excellent way for students to get engaged in the subject material. Tried it myself, works really well. Excellent focus on geographic knowledge and skills, applied knowledge.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Have you filled in the evaluation? Have you found the bonus level content?
bonus level content?
I am thinking of incorporating dungeons and dragons style scenarios into the classroom! In Commerce for example, each student could play the role of a consumer. I give them a scenario, and they have to make decisions and roll dice to see if they are successful, with higher probabilities given to those who make good decisions in game.
The other idea I had was incorporating a choose-your-own-adventure style writing task. The students have to write a story that gives the reader options, then they have to write the consequences of their actions. Shows cause and effect and applies knowledge.
I have also made a website http://www.geographymapskills.com where I have attempted to incorporate these ideas into my activities. It has worked very well!
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? A little coming from a PDHPE/Sport dominant background
W = What do you want to learn? How to include game mechanics in a whole unit
L = What have you learned? (we'll do this last one later)
Reflection
I'm looking forward to learning new ways of thinking when it comes to lesson and assessment planningLevel 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.I'm currently in a different faculty at the moment and helping with students one-on-one with work set by their classroom teacher. But a previous lesson I do with the PE class involved a game I play called 'ball-tag'. You have two small teams in about a half-court basketball court or netball court area. One team has the ball and the tag their opposition they cannot run with the ball, but pass among their teammates and try and tag their opposition while still holding on to the ball. If the opposition are tagged they come out and stand on the sideline. If the opposition run out trying to get away they stand on the sideline, If the team with the ball drop the ball, they lose possession and all players from the opposite team are back in and are now the ones tagging. The aim is get all the opposition out. It requires teamwork, a strategy and good hand - ball co-ordination.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
I suppose having a competition type activity in the classroom, involving small groups working together, based around research, interviews and collaboration of information could result in a more engaging learning activity, like the idea behind Geo
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)I found with the PRC that the levels were slow moving. It took quite a bit of reading power and lots of books to move up a level, kids might lose interest. If they had a more interactive platform for all abilities that could enhance the students focus to stay reading and expand their genre and keep at it. 5/10
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
I loved the Zombie unit of work. It engaged students straight away, took them out of the real world classrooms and got them thinking in a game based setting that could also be applied to the real world. With real world processes needed to achieve, evaluate and summarise the best actions based on geographical terminology and skills where participants are trying to avoid being a victim of the Zombie apocalypse. Obviously the wrong decision would have detrimental effects on one's own life and the members of their group, whereas the right decision lead to better results for all, with the reward system in place and also working collaboratively in groups makes this unit of work even more rewarding while tapping into the students higher order thinking skills required in the real world. 10/10
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Hi Melanie and Stan I will email this directly to you please.
Thanks again.
Hanna
Thanks Hanna received and uploaded here
Hanna, this is not a bad first attempt. In your example you are missing specific reference to the Game Dynamics: (progression, narrative, constraints, relationships), Game mechanics: Achievements, rewards, taking turns, win states etc) and Components: (tokens and prizes, boss fights, advantages over others, peer review etc) although there are obviously many of these things present in your example/idea.
Melanie & Stanley
Have you filled in the evaluation? Have you found the bonus level content?
The following content has been copy and pasted from the 'Blank participant page 1' template.
I wasn't sure what to merge so just copied all the content here. Stan Yip, syip@aisnsw.edu.au
Hanna
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? That it creates a fun and engaging lesson
W = What do you want to learn? How to implement these into our lessons
L = What have you learned? (we'll do this last one later)
I know that games based learning can be very effective as both a motivational tool and for learning abstract concepts more easily.
I want to learn new strategies for implenting games into my lessons, primarily in the form of web based activities.
Reflection
With a young family and also being a teacher I know how important it is to achieve anything you need to make it into a form of a game. I'm looking forward to reviewing and ups killing with your resources and programs on how to effectively achieve this in the classroom with the right outcome etc still being achieved.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.Geography - Teaching Skills
Skills can be taught as mini video games i.e. latitude and longitude.
At the moment I have re defined my role in my teaching career, maybe short term, maybe long term, the jury is still out. Although I am PDHPE trained I am currently helping with the Special Needs Department (which I love just as much as PDHPE), so doing a lot of one on one, or small group learning, helping complete tasks etc, so I am yet to see a specific learning outcome I could focus on as I usually go into help mode with work they are struggling with.
With PDHPE, when doing our sexual health unit, the students are asked to create a board game that the players have to answer correctly a set of questions to move around the board etc. So they have to design the board/game, research the questions from class notes and internet and create the questions and answers and how they are going to determine the winner i.e. how are you moving around the board, any road blocks, miss a turns, bonus question etc.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Scoring mechanics, choices with consequence, exploration and story elements can make a lesson much more entertaining.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
Zombie Geography is an excellent way for students to get engaged in the subject material. Tried it myself, works really well. Excellent focus on geographic knowledge and skills, applied knowledge.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Have you filled in the evaluation? Have you found the bonus level content?
bonus level content?
I am thinking of incorporating dungeons and dragons style scenarios into the classroom! In Commerce for example, each student could play the role of a consumer. I give them a scenario, and they have to make decisions and roll dice to see if they are successful, with higher probabilities given to those who make good decisions in game.
The other idea I had was incorporating a choose-your-own-adventure style writing task. The students have to write a story that gives the reader options, then they have to write the consequences of their actions. Shows cause and effect and applies knowledge.
I have also made a website http://www.geographymapskills.com where I have attempted to incorporate these ideas into my activities. It has worked very well!